Identification of Mathematical Learning Disabilities - Current criteria put to question

• Applicant: Dr. Katharina Lambert
• Subject Area: Education Systems and Educational Institutions ; Developmental and Educational Psychology
• Term: from 2017 to 2021
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 336226422

Early deficits in basic numerical competencies not only negatively impact children s development in school but also result in problems concerning students well-being as well as in high societal costs (Parsons & Bynner, 2005; Gross et al., 2009). Considering the prevalence rate of 3-6% (e.g., Hein, et al., 2000; von Aster, et al., 2007), an early and reliable identification of children with mathematical learning difficulties (MLD) is essential. However, there is a lack of consent regarding the criteria best used to diagnose MLD in research and practice. The most commonly used criteria have been shown to lack reliability and stability over time in respect to classification quality (e.g., Mazzocco & Myers, 2003; Shalev, Manor & Gross-Tsur, 2005). In addition, it is yet unclear whether these criteria could be validated by statistical methods such as latent profile analysis. Moreover, studies comparing these criteria with regards to their prognostic validity and stability are missing. This is particularly true for the time period after elementary school and for the transition into secondary education. There are almost no systematic studies for this period of developmental changes (but see Shalev et al., 2005). This lack of research impedes the identification of potential underlying causes of MLD as well as the development of effective intervention programs. In addition, using varying criteria for the diagnosis of MLD inhibits the advancement of the field. For this reason, the present study aims to answer the following research questions based on a regional panel data-set (Onderwijsmonitor Limburg) of the Dutch region Limburg:1. Can common criteria be validated by using latent profile analysis? How stable is the classification or diagnosis of MLD as a function of the criteria used to define MLD over time? 2. What is the impact of early basic-numerical differences on students academic development until the end of primary education and the transition into secondary school? How accurate are different criteria in predicting students achievement and transition in a tracked secondary school system?The dataset to be used contains more than 10.000 observations of seven cohorts. It covers data beginning with first until sixth grade including information on the transition into secondary education. Available are administrative data, standardized achievement measures (mathematics, reading comprehension, spelling, basic cognitive skills) and questionnaire data regarding students home environment, school and personality.The present study aims to contribute to the standardization of the diagnostic criteria for MLD in research and practice. Thereby, inconsistencies in research and contradictory findings can be diminished. By including data on the transition into secondary school, the results of the present study also add to the knowledge of long-term consequences of MLD.

• DFG Programme: Research Grants